'He has these very golden nuggets': A qualitative analysis of novice co-supervisors' reflective individual identity

Abstract

This paper explores how novice doctoral co-supervisors develop a reflective individual identity, with particular emphasis on the role of feedback from others. Grounded in the theoretical framework of local sociology, the study draws on in-depth interviews with 25 co-supervisors from two research-intensive universities in Sweden. The transcribed interviews were analysed using reflexive thematic analysis. The findings reveal that feedback is most often received from spouses, partners, colleagues in other departments, and former supervisors - rather than from current members of the supervisory team. Furthermore, the results underscore that feedback serves to define role boundaries, support reflection, and functions as a relational resource, though it is not equally accessible to all. In conclusion, the study recommends the development of a shared understanding of the co-supervisory role, enhanced communication and feedback within supervisory teams, and the promotion of a supportive supervision culture. These measures can help strengthen the overall quality of doctoral education.

Keywords

Novice doctoral co-supervisors; doctoral co-supervisors; reflective individual co-supervisor identity

Published in

Innovations in Education and Teaching International
2025
Publisher: ROUTLEDGE JOURNALS, TAYLOR AND FRANCIS LTD

SLU Authors

• Almlöv, Cecilia

  • University administration, Swedish University of Agricultural Sciences
    
  • Royal Institute of Technology (KTH)

UKÄ Subject classification

Other Educational Sciences
Pedagogy

Publication identifier

• DOI: https://doi.org/10.1080/14703297.2025.2559193

Permanent link to this page (URI)

https://res.slu.se/id/publ/143827